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Triarchically-Based Instruction and Assessment of Sixth-Grade Mathematics in a Yup’ik Cultural Setting in Alaska

Author

Listed:
  • Robert J. Sternberg
  • Jerry Lipka
  • Tina Newman
  • Sandra Wildfeuer
  • Elena L. Grigorenko

Abstract

A study was conducted among sixth-grade Alaskan students from urban and rural communities to test the efficacy of applying the triarchic theory of human intelligence and culturally-based teaching strategies to mathematics curriculum. Students were taught a unit on the mathematics concepts of area and perimeter in one of two ways: conventional instruction (primarily textbook based) and culturally-based, triarchic curriculum (involving analytical, creative, and practical/culture-based instruction). Performance was assessed prior to and following implementation of the curriculum via multiple-choice and performance or short-answer items measuring memory, analytical, creative, and practical aspects of achievement. In general, the culturally-based triarchic instruction was superior to the conventional textbook-based instruction.

Suggested Citation

  • Robert J. Sternberg & Jerry Lipka & Tina Newman & Sandra Wildfeuer & Elena L. Grigorenko, 2006. "Triarchically-Based Instruction and Assessment of Sixth-Grade Mathematics in a Yup’ik Cultural Setting in Alaska," Gifted and Talented International, Taylor & Francis Journals, vol. 21(2), pages 9-19, December.
    • Handle: RePEc:taf:ugtixx:v:21:y:2006:i:2:p:9-19
    DOI: 10.1080/15332276.2006.11673471
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